Audio scripts

The underlined sections of the audio scripts indicate where the answers to questions can be found.

CD1
Track 01
Steve: Hey, Jenny!
Jenny: Oh, hi, Steve. Nice to see you.
Steve: Good to see you, too. How's it going?
Jenny: Fine, thanks. I'm so glad the exams have finished.
Steve: Me too. So, are you going on holiday this summer?
Jenny: Yes, I've decided to go to Mexico for the whole summer vacation, six weeks in total.
Steve: That sounds great! What are you going to do there?
Jenny: Well, actually, it's a working holiday. I'm going to work at a school teaching English to children.
What about you?
Steve: I'm going to Paris for two weeks.
Jenny: Are you going with your family?
Steve: No. I'm going with my best friend. We've enrolled in a language school to study French.
Jenny: That sounds like fun. Have a good trip.
Steve: You too.

Track 02
Reception: Good afternoon. Royal Mount Hotel. How may I help you?
Customer: Hello ... Er, I'd like to book a twin room, please, for next week.
Reception: One minute, please ... I'll just check if we have one available. ... Yes, we do, sir. Now, I just need to
take down a few details, if I may.
Customer: Yes, of course.
Reception: What name is the booking under?
Customer: My name ... Duncan Geoffrey. That's G-E-0-double F-R-E-Y.
Reception: G-E-0-double F-R-E-Y. Aha. And could I have a contact telephone number, please?
Customer: Yes, 5762 23821.
Reception: When will you be arriving, sir?
Customer: Some time on the evening of the nineteenth.
Reception: Of September?
Customer: Yes, and we'll be leaving on the twenty-third. How much will that be in total?
Reception: So ... That's a twin room ... For a twin, it would normally be £235, but I can give you a special rate
as it's low season: £210 for the six nights.
Customer: Great. Thank you.
Reception: And how would you like to pay, sir? We accept cash, cheque or credit card.
Customer: I'll pay cash on arrival, if that's OK.
Reception: Of course, sir. We look forward to seeing you.

Track 03
Customer: So, what are the differences between these four hotels?
Travel agent: Well the main difference is in the facilities they offer. The Hotel Sunshine is the only one which
has a gym and it's also got one of the top health spas in the area. It's next to a lake so you can
do water sports there. But if you really like sailing or waterskiing, then the Highland Hotel would
probably be the best place because it offers great instruction programmes in these sports.
Customer: Actually, I'm not a sporty person.
Travel agent: OK. Well, what about the Hotel Carminia? It's a brand new hotel, and it prides itself on its cinema
and multimedia centre. And then there's The Royal. This one has a conference room, a meeting
room, and free computer access, but it's not really appropriate for children; there's not much in
the way of entertainment.
 CD1: Tracks 01-06
Customer: Well, I'm going on holiday, not to work, and it's just my wife and me so I think we'll book with the Hotel
Carminia, please.

Track 04
Sam: So, there's a great walking tour tomorrow morning. Or tomorrow night we could go on the cruise
round the harbour. What do you think, John?
John: Well, we've got theatre tickets for tonight, so we'll be too tired for the walking tour in the morning.
But I don't fancy the cruise, either.
Sam: Why not? It'll be fun! Look, it's a dinner cruise, and it's only $12 each.
John: I hate the sea, and I'll be sick with fear if the waves are big! And dinner ... on a boat... I just couldn't.
Sam: But we'll be in the harbour!
John: Still... Ah, but what about this? There's a bus tour tomorrow evening. It's only $5.50 and it goes all
around the main tourist sites!
Sam: Yeah, that sounds OK ... [fade]

Track 05
John: Where shall we eat tonight?
Sam: Well, there are plenty of options. The guide says this city has hundreds of restaurants. What kind of
food would you like to have, John?
John: Well, I quite like seafood. There's The Captain's Table on Firth Street. The guide gives it four stars.
Sam: I don't know ... The hotel receptionist told me the service is slow. But if you like seafood, there are
a couple more places in the guide.
John: Ah, yes ... Mangan's or Joe's Cafe. What about those, Sam?
Sam: Manqan's could be a good option. It's nicer than Joe's Cafe, and there are fantastic views as well.
We'd probably pay a bit extra_____ loe's Cafe is much cheaper. But we're on holiday; I think we should
splash out!
John: That sounds great! Oh, no. Hold on. It's closed tonight. What a shame! Shall we go to Joe's Cafe, then?
Sam: Yes, I suppose we'll have to. I'll give them a call and book a table. Can I use your phone?
John: Ah, er ... no. Sorry. I've left my phone in the hotel. We can ask the receptionist to do it. Let's go
back now and sort it out. We can get changed and have a drink before dinner if you like.
Sam: OK, good idea.

Track 06
Tourist office
assistant: Hello, how can I help you?
Tourist: TOA: Um, hello. Is it possible to book a bus tour of the city here?
Of course, sir. When would you like to take the tour? There are tours in the morning, afternoon,
Tourist: and evening ... sometimes it's nice to see the city at night with the buildings lit up.
TOA: We'll be going out for dinner tonight, so we'd prefer to go this afternoon. Oh, and it's for two people.
Tourist: Right. Now I just need some details. Can you give me the names of the two people, please?
TOA: Yes. Susan Field and James Carter.
Tourist: Susan Field and James - sorry, can you spell your surname for me, please?
TOA: It's Carter. C-A-R-T-E-R.
Tourist: Thank you. And can I have a contact telephone number?
TOA: Why do you need one?
Tourist: Just in case we have to cancel the tour and need to contact you.
TOA: I see. Well, my mobile number is 07988 636197 (0-7-9-double 8-6-3-6-1-9-7).
Tourist: That's 07988 636197. Now, can you also tell me which hotel you're staying at?
TOA: The Crest Hotel. Oh no, sorry. That's the hotel we're staying in next week. It's the Riverside Hotel.
Tourist: Oh! The Riverside is a lovely hotel. Are you enjoying your stay?
TOA: Yes, we are, very much. We'd definitely recommend it to others.
Oh I am glad. Now, I can book you on the tour at 4 p.m. Would that suit you? Alternatively, there is
Tourist: one at two.
Two would be better for us. please.
TOA: Right, that's booked for you, sir. Two people at 2 p.m. today. August 14th. You pay the bus driver when you
get on, and it's £4 per person. Thank you very much.
Tourist:

Track 07 Can I also ask you about the museum in the main square? I was reading about it in my guide book and was
Tourist: shocked to see that the entrance price is £10. Why does it cost so much?

Tourist office Well, the museum has the largest collection of Latin American art in Europe. People come from
assistant: all over the world to see it. But that's not the reason why it's so expensive to get in. You see, the
building is very old and it needs repairs. The £10 ticket cost will go towards repairing the roof
and the walls.
I see. Well, I suppose it's worth paying £10 to see the collection.
Tourist: Yes, I think so too. Is there anything else I can help you with?
TOA: Actually, there is. I was wondering if you knew of any good restaurants in the area.
Tourist: Well, there are a few restaurants near the harbour, and a couple on the beach which are nice.
TOA: The problem is that the smell of the fish market is quite strong down there.
Mm, I don't think my girlfriend would be very pleased.
Tourist: I know what you mean - it's not very romantic, is it? My advice would be to go to the next town.
TOA: It's bigger, and the restaurant selection is wider. You can get there by taxi and it only takes about
ten minutes. The town is quite picturesque ... Is it for a special occasion?
Yes, it's my girlfriend's birthday so I'd like to go somewhere special. Um, do you know any of
Tourist: these restaurants well enough to tell me about them?
Well, I know about a few of them, and there are pictures in this leaflet here. This one here is
TOA: lovely - the Belleview - and it's extremely popular. It has a famous chef, so it's not cheap, but
the standard of the food is very high. It's right by the sea and there are wonderful views if you
get a good table. Then there's The Lighthouse Cafe - you can see the picture here - which isn't
really a cafe at all. In fact, it's a great restaurant and a lot of TV celebrities and actors eat there.
The place has been going for over a hundred years! It's quite an institution around here.
Mm. I'm not sure about those two - they sound too expensive to me. I was thinking of
Tourist: somewhere small, not too up-market, but with good food.
In that case what about Harvey's? The same family has run this restaurant for over a century.
TOA: and it's reasonably priced and really popular with local people. And there's another family-run
restaurant. Stonecroft House. New owners took over a month ago and they're getting good
reviews. There's a new chef there and the food is meant to be very good. This leaflet has the
contact details for all the restaurants so you can just call them if you'd like to book a table.
Great, thanks. You've been very helpful.
Tourist:

Track 08
Dance school Hello, everyone. Sorry to interrupt your class. I just want to make a quick announcement about our summer
manager: timetable. Shimmers Dance School will be offering new classes this spring due to strong demand. Angela
Stevenson will be back this term, running the ballet class. This class will be on Tuesdays, and instead of the
normal hour from 6.30 to 7.30, we'll be running the class for an hour and a half, so it will continue until 8
o'clock. This means we have to charge higher fees, but only slightly higher: from £8.50 [eight pounds fifty)
to £10.50. That's only £2.00 for the extra half hour! Next, Janine Davis will still be teaching the tango
classes. Instead of being on Mondays these classes will be on Wednesday nights from 7 o'clock to 8
o'clock. The fee will still be £7.50 for the hour. Last but not least, Andrew is taking over the tap class. This
class is for early risers as it starts at 8.30 on Saturday morning and finishes at 10. We expect this class to
be very popular as tap is a great way to get fit while learning new dancing skills. This will cost £11.00. All
the other classes remain the same as the winter timetable. We hope there's something for all of you at
Shimmers!
 CD1: Tracks 07-12

Track 09
Man: Internet safety is a big concern nowadays and to protect your children and teenagers online, it's a good idea
to monitor the sites they visit. Don't be put off from letting your kids use the Internet; it's essential for their
education and can help them make friends too!
Now, let me tell you a bit about some sites we've found for children. Of course, there's a limited number of
sites for the very young, but we would suggest one called Playtime Online. It's designed for children from four
to six years old. It's really colourful and helps children learn skills for games. Children love it and it helps them
when they begin school. Then, from sav five until about ten years of age, there's a really useful website called
Moving Up. This takes Playtime Online a step further and enhances the maths and language skills of the
child. Teachers speak highly of this site for child development.
When children get into their teens, the Internet can be a more dangerous place. Net Aware, for the twelve
to sixteen year age group, makes young people more aware of online dangers. It's a good site for your child
to look at before they start surfing on their own.
Now, all teenagers love chatting, and Chat Electric is a site designed specifically for teens from thirteen to
sixteen to make friends online with people their own age.
The last site is invaluable for teens studying for exams. Sixteen- to eighteen-year-olds love Test Doctors,
which is a site designed to help students revise for their exams and is full of handy hints and tips. The site is
run by subject specialists so it's packed full of information.

Track 10
Camp
manager:
The Health and Action Summer Camp in the county of Cork in southern Ireland is ideal for young people who
would like to learn new sports and activities. It has a beautiful location near a river and occupies five acres.
The camp has two types of accommodation; tents and cabins, both of which are modern and comfortable.
The cabins are by the river and the tents are on higher ground, away from the river and next to the wash
rooms. There are two washroom blocks, fully equipped with showers as well as toilets.
We also have facilities for cooking here. We provide all the pots, pans and utensils. All cooking is done in the
cooking area, which is situated in the centre of the camp. This gives the camp a real social focal point.

Track 11
Woman: The Duke of Edinburgh's Award is a programme of activities designed to help young people from
all backgrounds develop personally. There are three levels: Bronze, Silver and Gold, and for each level
participants have to complete a series of activities in four categories: volunteering, physical, skills, and
expedition.
This talk will explain what you have to do in order to get a Bronze award. The first thing you need to do is
find a Duke of Edinburgh centre near you. This could be your school, college, or youth club. Then you'll need to
pay a small fee to enrol in the programme. Once you've enrolled, you'll get a welcome pack which explains the
four categories in more detail. Then you can start planning what to do. You can do many different types of
activity for each category, but vou must get them approved by your Duke of Edinburgh Coordinator before you
start so you don't waste time doing something which is not approved. The other important person is your
assessor. This is the person who will certify that you've completed each activity by signing your record book.
After you've completed all the activities in the time given, your assessor will send your record book results to
the operating authority, who will check it. If everything is satisfactory, you'll get your certificate and badge to
confirm you've completed the award. And after that, you can start working on the Silver award!

Track 12
Leisure centre
manager: Good morning, everyone, and thank you for coming to find out more about the new Teen
Programme here at the Park Hill Leisure Centre. I'd like to take you through the programme, the classes
available, describe the building itself, and then give you some information about how to
 register and sign up for the sports and activities we offer. Afterwards, you'll have an opportunity to take a tour
of the centre. We also have some taster sessions with our instructors, which we hope you'll enjoy, and which
will motivate you to sign up!
Let's go through the classes first. As you can see from the Teen Programme handout in your pack, we
have lots of classes on offer. Our instructors are highly qualified and have lots of experience training young
people. Diana is our dance instructor, and she gives classes in jazz and salsa on Wednesday and Thursday
evenings respectively. Jim usually takes the football practice sessions, but this year he is branching out into
American sports and will be running the baseball club on Saturday afternoons. We think this will be very
popular. So Steve will now run the football practice. This class has been changed from Saturday to Sunday
afternoons. Steve will also take the skateboarding class on Monday evening. The roller-skating course is for
beginners, and this will be taken by Stella, who was last year's under-21 London roller-skating champion, so
you'll be in good hands with her expert advice. The day of this course is still to be arranged but it's likely to be
Tuesday. We'll confirm the day by the end of this week.

Track 13
Leisure centre
manager: Now some of you won't have been to Park Hill Leisure Centre before, so let me just tell you a little about the
layout. As you can see, the reception area here is very spacious, and there is plenty of room to meet your
friends and have a drink. We also have brand-new dance studios with floor-to-ceiling mirrors and the latest
audio equipment. The dance studios are to the left of the reception area, behind the swimming pool. No ...
sorry ... I meant opposite the swimming pool. Both the roller skating and skateboarding classes will be held in
the Skate Arena. This has also been refurbished and we have a new five-metre ramp in there which is
proving to be popular. The arena is behind the changing rooms, which you can see behind us, between the
gym and tennis courts. The tennis courts are on the right of the arena. You'll see both of these new spaces on
the tour later.
Now, the final thing I want to talk about is how to join the Park Hill Leisure Centre and enrol for the classes.
First you need to complete an enrolment form with some of your personal details, including your address and
telephone number and the name of your school. If you're under sixteen years old, then you'll also be required
to get your parents' permission to take part in the classes. Please ask one of your parents to sign the
authorisation form attached to the enrolment form. You'll find the form in your information pack. When you've
done this, you just hand the forms to reception. You can pay an annual subscription of twenty pounds, or
alternatively, you can pay each time you use the facilities. There is a one pound sixty admission fee in this
case. Whether you decide to pay in one go or with each visit, you still need to complete the forms in your
pack and become a member. Once we have the forms, we'll send your membership card to your home
address. All you need to do is show this card every time you come to the centre, and if you want to book a
class, you just need your membership number on your card.

Track 14
1 glaciers
It is assumed that glaciers move slowly, but occasionally they have surges and move up to fifty times faster than normal.
2 salinity
The Dead Sea is famous for the salinity of its water.
3 humidity
The humidity in tropical areas can make you very tired.
4 kilometres
The oceans can reach depths of eleven kilometres in places.
5 pressure
Altitude sickness is due to a reduction in air pressure.
 CD1: Tracks 13-17
6 evaporation
Rain is mainly caused by evaporation from the oceans.
7 environment
We need to look after the environment around us.
8 biology
Biology is a branch of the natural sciences.
9 brightness
Our perception of the brightness of the sun changes with the seasons.

Track 15
Linda: Hi, everyone. How are you all?
John: I'm fine thanks, Linda.
Steven: Actually, I'm not feeling so well - I think I've got a cold.
Linda: Oh no, Steven. I'm sorry to hear that. What about you, Joanne?
Joanne: I'm fine, but I'm very busy with my biology course.
John: Oh, me, too - there's so much work to do.
Joanne: In that case, we should get started on our essay. John, do you want to start?
John: OK ... Let me start by telling you my ideas for the essay.

Track 16
Alice: We've really got to decide who does what for our Natural Earth project.
Karl: OK, Alice. Well, we've got all our cloud research so let's decide how to break it down.
Alice: Well, we should probably start by saying how clouds are formed.
Karl: Good idea, and then maybe move on to the different types of clouds. We can separate it into low-lying,
medium-level and high clouds. What do you think, Jenny?
Jenny: Yes, I think that's a good idea, and we should also make a PowerPoint to make it a bit more interesting,
and put in pictures of the different clouds.
Alice: Good idea. Jenny! We should probably have cue cards, too. I'm useless at remembering what to say
without them!
Karl: Yes, me too! Well. I'm quite happy to organise everything we've found out about clouds and make sure
it fits into our presentation times.
Alice: Actually. I'd better do that. I've got all the research on my computer so it makes sense. How about if
you make the presentation slides, Karl?
Karl: OK. Alice. That's fine by me.
Jenny: Well, if you guvs are going to do that, then I'll look on the Internet for pictures of the different types of
clouds.
Alice: That'll be great, Jenny. I'll also make the prompt cards so we don't forget what we're saying during the
presentation.
Karl: Sounds great. Let's have a run through on Tuesday. What sections does everyone want to talk about?
I don't really mind.
Alice: I hate speaking in front of people so I'd prefer not to do the introduction.
Jenny: I don't mind. I'll do that. If you don't want to talk much, then why don't you just do the middle bit about
the medium-level clouds?
Karl: Yes. I can do the low-level and high-level clouds part. I'm sure Jenny can handle the summarising, too.
Alice: Thanks, guys. We can all take questions together.

Track 17
Debbie: Hi, Roger.
Roger: Debbie! Hi. How are you?
Debbie: Oh ... I've been struggling with my Natural Earth assignment. It's proving to be really difficult.
Roger: The one for Professor Black? Me too. I'm writing about volcanic activity. What are you doing yours on?
Debbie: Acid rain. I thought that would be OK, but the process is really complicated.
Roger: Well, I can help you with it! I know a lot about acid rain. I studied the causes and effects last year.
Debbie: Really? That's great ... I've done some work on the causes. I'm going to write that acid rain is caused
by sulphur dioxide from power plants and smelters. Basically, this reacts in the atmosphere to form
acid rain.
Roger: Ah. but it's not just sulphur dioxide, it's also nitrogen oxides.
Debbie: Really?
Roger: Yes, from things like car exhausts.
Debbie: But aren't nitrogen oxides also caused by natural events, too?
Roger: Yes. They're a minor factor, but I think they're worth mentioning. But, sorry, carry on ...
Debbie: Thanks. I might add that. So anyway, these emissions react in the atmosphere with water, oxygen and
oxidants to form acidic compounds like sulphuric acid. These compounds then fall to earth.
Roger: Are you going to mention the different ways they return to the ground?
Debbie: Do you mean wet and dry deposition?
Roger: Yes! So you've done a bit of background reading, then?
Debbie: Yes ... so if I've got it right, acid rain often comes down as rain, but also as snow or fog. This is wet
deposition. I'm also going to define it as any form of precipitation that removes acids from the atmosphere.
Roger: Yes, I think that's a good term to define it.
Debbie: Dry deposition. ... Well. I think that's when the pollutants stick to the ground through dust. I'm not
really sure how to define it, though, compared to wet deposition.
Roger: Just think of it as any pollutants that are not caused through precipitation. That's probably the best
way. Did you know that sunlight can enhance the effects of acid rain as well?
Debbie: No, I didn't. There's so much to think about. I'm sure I'll go over my word limit.
Roger: Well, you sound like you know a lot about the subject. Just try and keep your focus. I've had the same
problem writing about volcanoes! There's just so much!

Track 18
Charlotte: Do you want to make a start on our Natural Earth project? I think our idea of a lightning safety
presentation is great, don't you, Rachel? Rachel: Yes. I think it'll be really good ... I have a few ideas
already. Charlotte: Great! Me too. I think we should divide it into two parts: what to do if you're inside when lightning
strikes, and what to do if you're outside. What do you think? Rachel: That's good, but we need more.
Something about planning for this kind of event. And also, what to do
if someone gets hit by lightning. Charlotte: I can't believe I forgot that! Of course! Well, what should we talk
about in the first part? Rachel: I think we should say it's important to be aware. Lightning is always before rain, so don't wait
until it
rains. As soon as you hear thunder or lightning you should get inside. Charlotte: OK, yes. And then if you're
indoors, you should avoid water. Stay away from doors and windows, and
don't use the telephone. Rachel: Or any electrical equipment. In fact, if you can, switch it off first. And
you should wait half an hour
after the last clap of thunder before going back outside. Charlotte: And if you're outside when it storms, you
also need to avoid water. Try and get inside as soon as
possible. There are certain things you should avoid ... open spaces ... anything large and made of
metal. And of course the obvious one: trees. Rachel: But we should mention that if lightning strikes very near
you, you need to crouch down. Charlotte: Oh! Is that right? I thought you had to stand still. Rachel: No, that's actually
wrong - you're supposed to crouch down ... Charlotte: ... and put your hands over your ears. The noise can damage your
hearing if you don't. OK ... I think
we've got quite a lot here. Only the last part to go. Now: what to do if someone gets hit. Rachel: I think
we should say that it's very rare for someone to get hit by lightning. Our talk sounds as if
there's danger all around! We should try and make it sound a bit more reassuring! Charlotte: Yes, you're
right - we'll say it doesn't happen often. It's just better to be safe than sorry. But what
should we say about getting hit by lightning? Rachel: Well, I think we should say it's safe to touch people
who've been hit by lightning ... they don't have any
electrical charge! If there's a first aider around, then they should help them. Otherwise it's just best

Listening for IELTS

Track 19
Emma: So, I think we'd better start planning what we're going to do for our group project. Have you guys had
any ideas?
Tom: I was thinking we should do something on extreme weather events, but I think Alex had some different
ideas.
Alex: Yes, maybe we should look into more localised weather conditions and the effects on the immediate
environment. Emma: That's a good idea, Alex, but I don't think we'd be able to get much data on that, and we
don't really
have time to do our own research. What about doing something about the seasons?
Tom: I think the seasons might be a bit too wide-reaching, you know, when we take into account the wind
patterns and pressure systems.
Emma: Maybe you're right.
Alex: Well, how about Tom's idea of extreme weather conditions?
Emma: Yes, that sounds like a good idea. It's easy to break down into separate parts and it certainly sounds
more interesting!
Tom: I'd quite like to cover monsoons. I've been doing some reading on them and they're quite interesting.
Emma: Well, that sounds good. We should maybe take two areas each - that would make it easier for us to focus.
Alex: Well, we've got lots to choose from: we could do blizzards, heat waves, droughts, cyclones. There are
loads! Why don't you do blizzards too, Tom?
Tom: I don't fancy doing them, but I wouldn't mind doing something on floods. They're linked to monsoons,
I think, so it will be an easy transition. What do you fancy doing, Alex?
Alex: Well, I could always cover winds.
Emma: But that isn't really extreme enough.
Alex: Hmm ... I could do hurricanes, they're pretty exciting. How about doing cyclones, Emma?
Emma: I'd rather do heat waves and droughts. I think. I know a bit about them. I don't know anything about
cyclones.
Alex: Cyclones are really interesting. I can cover them.
Tom: That sounds great. I was thinking about doing cyclones, but I'm happy for you to do them.

Track 20
Emma: Right, shall we get started on some of the content?
Tom: Yes, we haven't got that much time. Does anyone know anything about their topics?
Alex: I know quite a lot about cyclones.
Tom: Do you?
Alex: Well, I studied them at high school. You know, cyclones usually start near the equator. They need quite
warm water to form. Above the warm water, the vapour in the air forms clouds, and if there is low
pressure, then these clouds will start to rotate.
Tom: Isn't it also the fact that the earth rotates too which makes the clouds spin more?
Alex: Yes, that too. Once they begin rotating, they can either lose momentum or keep gathering momentum
until they hit land - these ones are called mature cyclones. Luckily, as soon as they hit land, they start
to lose momentum and fade away. Just because they don't have the warmth of the ocean underneath.
Emma: Well, that's a relief!
Alex: They can still be really destructive. They're like a big circle of wind. They blow strongly until the eye
of the storm passes - you know, the centre, where everything is really quiet, no wind or anything.
But then the other side hits and the winds blow just as strongly but in the other direction! It's just
amazing! Yes, I would really like to cover that. Emma:
Well, it looks like we've got it all arranged, then!

Track 21
Jenny: My family isn't very big. There's just my son and me. I'm a single parent. For the last ten years I've
been concentrating on looking after my son James, who is now fourteen. But now I've met someone
special and we've just got engaged! My fiance has four kids of his own and we're going to get married in July. James is really
excited about it; he's looking forward to having brothers and sisters in his new step-family! Sheila: We live as one big
extended family. There are seven of us in our household. Besides my husband and me and our children, there's my aunt and
two of my cousins. I stay at home and care for my mother because she's quite old and can't look after herself. Obviously, we
suffer from a lack of space in the house, but we all get on well.

Track 22
1 Firstly, I am going to talk about the role of the parent. Secondly, I'll discuss the role of the child, and lastly, we'll look at the
family unit as a whole.
2 Parenting is a difficult job because no two children are ever the same.
3 Families are important because they form the basis for socialisation. Additionally, they educate and protect the next
generation.
I* The family structure has varied greatly over time. That is, different times have had different views of what a traditional family
structure is.
5 Many argue that less traditional structures are not as effective. However, there is little evidence to support this.
6 Many people are having families later in life. Consequently, the rise in the number of single people may only be temporary.
7 Families in other parts of the world differ from the western norm. For instance, in some cultures having multiple
husbands or wives is the norm.
8 Although there are many arguments for trying to keep the traditional family structure strong, I feel the key issue is the
economic necessity of having a 'normal' family structure.

Track 23
Lecturer: As we have seen, changes in the structure of the family are constantly occurring: extended to nuclear, patrifocal to a
more equal footing between the sexes, and dual parenting to single parenting. However, a recent phenomenon in
the UK which is changing the traditional family is the increasing number of adults who continue to live with their
parents until their thirties or sometimes even their forties. The UK has traditionally been a society where offspring
leave the family home in their late teens or early twenties to set up their own home and families. But in the last
twenty-five years this has decreased. Official statistics released by the Office of National Statistics show that today
ten per cent of men in their early thirties still live with their parents: this compares with five per cent of women in
this age range.
The reasons for this are complex and varied. It cannot be denied that some people are choosing to stay at
home. Living with parents can be an easy option; food is provided, heating and electricity are paid for, and rent, if
any, is minimal. However, a third of those surveyed claimed they are living with their parents because it is too
difficult to get on the property ladder. House prices in the last few decades have risen dramatically; property is now
five times the average annual salary, whereas it was only three times the average annual wage in the 1980s. This
fact, coupled with high unemployment amongst young people, makes it virtually impossible for a single person to
buy a home or even rent.
The number of students going on to higher education has also been steadily increasing. Many of these students
return home after finishing their studies as a result of the student debt they have accumulated. It can take many
years to pay this off, and if the burden of rent or a mortgage is added to that, it can be just too much for a young
adult's pocket.
However, help is now at hand. The government is tackling some of the problems that cause people to remain
with their parents with a new scheme: the Affordable Housing Scheme. This aims to help people part buy a house
or flat by making housing more affordable for first-time buyers, and possibly taking the strain away from elderly
parents!

Track 24
Lecturer: The family is a topic which we will look at in great detail this term. For sociologists, the family is often seen as the
beginning of socialisation. Indeed, it is the seed of society itself. In recent decades, many old people have no
longer been able to rely on their offspring for support, which was common fifty
 CD1: Tracks 22-26
years ago. Many children are brought up by only one parent, something virtually unheard of before the 1960s. We
can certainly say that during the last half century we have seen an enormous change in traditional family
structures.
The extended family lasted well into the early 1900s, and this kind of strong family unit was essential due to
property ownership. Housing often was scarce and it was necessary for people to live with parents and take over
the property when their parents died. Of course, people still benefit from their family line. Still today, people
generally inherit any money that their mother or father might have.
In the UK, the last fifty years has also seen a decrease in the number of offspring parents have. Whereas in the
1950s only ten per cent of offspring were only children, this number has risen. Nowadays, this is the case for just
over a third of children.

Track 25
Lecturer: In Victorian times, the upper classes made up less than three per cent of the entire population of Britain, yet this
class held more than ninety per cent of the country's wealth. This shows the massive gap there was between rich
and poor, a gap which has shrunk considerably in the last century. Today we're going to look at the wide
differences in family life between rich and poor in Victorian times. Let's begin with the upper classes.
The upper classes of the Victorian period were generally the nobility or the clergy. Most of their servants
were very poorly paid, but were always accommodated within the homes of upper-class Victorian families, so
they didn't have to pay for accommodation, food and often clothing. The money which they did earn, they
normally sent home to their families.
Many Victorian servants came from the countryside, where the effects of the industrial revolution had resulted in
job losses. Amongst these servants were cooks, housemaids, stable hands, and butlers. The family would also
employ a nanny, who although employed by the family, was not traditionally seen as a servant. A nanny's primary
role was to care for the children. She was responsible for teaching the children how to behave, looking after them
when they were ill, and instilling discipline into them. Nannies did not, however, educate the children. Generally,
children from wealthy families did not attend school outside the family home. Tutors would come to the house to
do this, and although on occasion mothers taught their children to read and fathers gave their children some
instruction in Latin, this was not a common occurrence.
Now, the Victorian upper classes have the reputation of being quite cruel; but this wasn't always the case. They
were also quite charitable. Ragged schools were set up with funding from the upper classes so that poor children
could have some form of education. Additionally, most Victorian parents were very proud of their children, who
were often seen as 'prized possessions'. This goes against the common idea that parents were very hard on their
children. In fact, the opposite was generally the rule. However, the situation for lower class families was very
different. In the lower classes child labour was rife. Children as young as eight earned a living as chimney sweeps
for wealthy houses.
Now, let's move on to looking at the lower class families in more detail. You'll find that...

Track 26
Lecturer: We are all familiar with the nuclear family, which has been the dominant family structure in the UK for the last sixty
years at Least. However, recent changes show that our idea of the traditional nuclear family as the cornerstone of
British family life is changing. There have been emerging patterns which are eroding this structure; namely, the
rise of step-families, cohabitation, lone-parenting, and the rapid increase in those living alone. We are going to
explore these areas in turn, and look at their effect in terms of the family.
Firstly, step-families are becoming more and more common. Step-families are created when one or both
partners have a child or children from a previous relationship. In 1980 the percentage of children under thirteen
who were living with one parent and their new partner was just four per cent. In 2008, this figure had increased to
twenty per cent. The USA has seen an even greater rise: new statistics show that almost half of under thirteens
are living in a step-family. Now, we can still call the step-family structure a 'nuclear' family, as it does follow the
structure of two parents, and dependent children. However, it also creates somewhat of a nuclear 'blur'. Step-
brothers and sisters may belong to two family units, so where do we draw the line at which family they belong to?
 Co-habitation, when partners do not marry yet live together as a family, has also increased. In 2006, of the 17.5
million families in Britain, nearly three million of these comprised unmarried couples. What does this mean to the
nuclear family? Firstly, the traditional view of a nuclear family requires married parents, so we can't put these types
of family under this umbrella. Statistics show that even if cohabiting couples have children, they are more likely to
separate than their married equivalents. Lastly, we need to look at the rise of the DINKS, which stands for Dual
Income No Kids. As Clarke and Henwood outline, many cohabiting couples are choosing a life without children,
putting consumer spending first.
Lone-parenting is a relatively recent family structure which has rapidly grown in the last half century. In 1972
only one in fourteen children lived in a lone-parent family. When we compare this with today's figure of one in four,
we can see that this is a rapid increase. In the past, lone-parenthood was overwhelmingly the result of a death of a
parent. Nowadays however, it is increasingly a choice. Some sociologists argue that this increase is due to the
outlook of women. Where women once were willing to accept an unhappy or abusive marriage, now many will
choose lone-parenthood. Often this can be just a transitory phase before they find a new partner. This view of
women's attitudes and lone parenting is highly debated, because some figures show that the largest group of lone
parents are mothers who have never married. You can find counter arguments for these ideas in Butler and Jones.
One difficulty for single parents is that they are a social group who are much more likely to suffer from poverty
and hardship. They are more likely to live in rented accommodation and have childcare issues.
Lastly, an increasing number of people are choosing to live alone. The number of people living alone in Britain
has more than doubled in the last twenty years. In 1990 just over four million people lived alone. Now this figure
has reached 8.5 million, an incredibLy rapid growth which has had enormous effects on the traditional nuclear
family. This number represents a great chunk of the population who either by choice or necessity, are outside the
traditional family unit. Some think that these changes may not help the community. In fact, there are many
arguments that this rise in alternative household structures will create a more isolationist and less communitv-
based society, where close bonds which are usually formed within the family have no place. Leaving aside whether
or not the housing even exists for this boom, an important factor which must be looked at is the disproportionate
expense for those living on their own. By this I mean, the burden of all costs is shouldered by one wage instead of
two, and of course one person is using the energy which could be shared between a group, having a greater
impact on the environment too.
However, on a more positive note, people, especially women, are proving ...

Track 27
Sally: Hi, Dad. How are you?
Father: I'm fine, Sally. How's the course going?
Sally: It's going well, actually. I'm really enjoying my math course at the moment, mainly because it's not
that difficult compared to the other modules.
Father: Good. And what about the tutors - what are they like?
Sally: Well. I've got four, and they're all highly knowledgeable, but Professor Jones is my favourite - I really
respond well to the way he teaches.
Father: And are your fellow students nice, too?
Sally. Yes, I've made lots of new friends and everyone seems to be very hard-working. The course has lots of
group work, but to be honest, this isn't really the way I like to study - I prefer to study alone.
Father: Oh, well, I suppose not everything can be perfect.
Sally: I know, Dad, you're right. In fact, there is one thing I'm a bit concerned about. My statistics module.
I think I might not pass it.
Father: Well, let's wait and see, shall we - there's plenty of time to improve. Don't worry about it yet, OK?
Sally: Thanks, Dad, I'll try not to.

Track 28
a
A: Excuse me, can you tell me where the bank is, please? It's
B: opposite the cinema, next to the supermarket.
 CD1: Tracks 27-31
b
A: Excuse me, can you tell me where the bank is, please? It's round
B: the corner from the supermarket.

c
A: Excuse me, can you tell me where the bank is, please? It's up the
B: road from the supermarket beside the cinema.

d
A: Excuse me, can you tell me where the bank is, please? It's at the
B: opposite end of the street from the cinema.

e
A: Excuse me, can you tell me where the bank is, please? It's behind
B: the supermarket which is near the cinema.

Track 29
Sophie: Hi, Jane. How are you settling in to life at university?
Jane: Fine, except I don't really know what there is to do in town. I haven't had time to look around yet.
You've been here for a year - could you give me some ideas?
Sophie: Of course! There's lots of places for students. Firstly, if you go across the bridge over the river
outside the campus and turn left... Oh no, sorry, that's the garage ... turn right, then you'll get to
the bowling alley, which is really popular at the weekends because it's so close to the campus. On
Friday nights they have a special discount for students.
Jane: Oh, that's great! I love bowling.
Sophie: So, ... do you like sports, Jane?
Jane: Yes, I go running and swimming, and I play badminton.
Sophie: In that case, there's a running track behind the university campus and I think they have a
badminton court at the sports centre.
Jane: Actually, I'm happy just to run in the park.
Sophie: Well, there's a large park in town, too. If you go down the road opposite the bowling alley and take
the first right, then you'll get to the park. It's quite big and there's a lake in it. You can take a boat
out on it. The university rowing team practise there.
Jane: What about places to eat out? Are there any good student hang-outs?
Sophie: Absolutely. There's the Elm Tree Cafe, which is down the road from the post office in the opposite
direction from the river. The cafe is on a fork in the main road and it's quite an institution round here.
Jane: OK, well, I'll have to check it out. I'm looking for a part-time job so maybe I'll be able to find work there.
Sophie: Mm, you should try - they're always looking for new staff and they often hire students. Now have
I forgotten any other important places? Oh yes, you like sport, so I should mention the leisure centre.
Don't get it confused with the swimming baths, which are down the road from the supermarket. The
leisure centre is opposite. There aren't any swimming baths there, but you can get a student leisure
card which will let you into both. So, you see, there is quite a lot to do in this town.
Jane: It seems like there is. Well, thanks for all the information, Sophie.
Sophie: No problem. See you soon.

Track 30
1 78A High Trees Street, Sydney, 2316
2 354 Castle Avenue, Edinburgh, E5 7HU
3 86 The Drive, New York, 45008

Track 31
Administrator: Hello, have you come to enrol for your course or pay your fees?
Student: Um, both actually.
Administrator: OK, that's fine. You can enrol here with me, and then go to the next desk for fee payment.
So, first of all can I have your name?
Student: Yes, it's Peter Taylor. That's Taylor with a Y.
Administrator: So, it's T-A-Y-L-O-R.
Student: That's right. Do you need my middle name?
Administrator: No, just your first and last names, thanks. And what course are you doing?
Student: I'm taking a BSc in Economics.
Administrator: OK, that's in the Faculty of Mathematics.
Student: Oh! I thought it was in the Faculty of Business and Management.
Administrator: It was last year, but the course has moved to the Mathematics faculty this year.
Student: Oh, thanks for letting me know.
Administrator: No problem. Now where are you going to be living - on campus, or in private accommodation?
Student: University accommodation. I'm in room 112 Ashley Residence.
Administrator: Did you say Ashley Residence, the one in Duke Street? It's just that there's another residence
called Askey Residence so its confusing sometimes. I don't want to make a mistake on the
computer records, otherwise you won't receive any university mail.
Student: It's definitely Ashley: A-S-H-L-E-Y.
Administrator: Great. And what about your home address - on our records it says 56 Grove Street,
Manchester, M1 9JA. Is that correct?
Student: Actually there's a small mistake, it's M4 not M1. The rest is correct. 9JA.
Administrator: OK, I think that's all. You're enrolled on your course so you can go and pay your fees now.
Student: Thanks. Bye.

Track 32
Students' Union
assistant: Hi, there. Can I help you?
Student: Yes, I'd like to find out more information about the services here at the Students' Union.
SUA: Of course, we're here to help you throughout your time at university.
Student: So, what kind of help can you give me, exactly?
SUA: Well, our job focuses on three main areas: giving advice and information to students.
arranging social events and campaigning for students' rights.
Student: Right. And what about help with things relating to everyday life?
SUA: Well, we have a team of six advisors who work part-time and have expertise in certain areas
including accommodation and travel.
Student: Oh, that's great. And how can I contact the advisors?
SUA: Right, there are several ways - you can come in to this office and speak to an advisor in
person, or email us if you can't come in. And there's also a twenty-four-hour helpline. You can
find the helpline number on your student card and you can call us at any time of day or night
with any questions or worries you have.
Student: OK, and thanks for your help.
SUA: You're welcome.

Track 33
Library assistant: Hi. How can I help you?
Student: I'd like to register to use the library, please.
LA: OK, that's fine. Now can I have some details from you? What's your name and student
ID number?
Student: Simon Anderson, that's A-N-D-E-R-S-O-N.
LA: And ID number?
Student: Er... Hold on ... Let me look... it's AND105763.
LA: AND105769.
Student: No, it'sAND105763.
LA: Thank you. And what course are you studying, Simon?
Student: Geography.
LA: Is that in the Faculty of Environmental Science or Earth Science?
Student: It's in the Earth Science faculty.
LA: Right. Now, are you living in university halls of residence?
 CD1: Tracks 32-34
Student: No, I'm in private accommodation - do you need my address?
LA: Yes, please.
Student: Its Flat 3. 24 Lavender Gardens, London. SW12 3AG.
LA: Can you spell the street name for me?
Student: Yes, it's L-A-V-E-N-D-E-R Gardens.
LA: And do you have a contact telephone number?
Student: Is my mobile number OK?
LA: Yes, that's fine.
Student: Just let me find my phone. Right the number is 07988 566341 [079, double 8. 5. double 6. 341).
LA: Let me just check that - 07988 566341. So, Simon did you have a tour of the library facilities
during your induction?
Student: Unfortunately, I missed it - could you give me a quick tour now?

Track 34 Library
assistant: I can't give you a tour now, I'm afraid. I have to stay here at the Help Desk but I can show
you places on this map of the library.
Student: LA: That would be helpful, thanks.
OK, so we're here at the Help Desk, next to the Service Desk, where you go to borrow and
Student: LA: return books. The maximum number of books you can borrow at any one time is ten.
Yes, I see.
Opposite the Service Desk is the Training Room, which is used by library staff to give
Student: demonstrations of the computer systems to staff and students. But the entrance is round
LA: the other side.
Is the Training Room beside the Quiet Room?
Student: Yes. that's right, with the entrance round the front too. It's important to remember that all
LA: mobile phones must be switched off in this room.
Of course. And what about books - where can I find the books for my course?
Good question. You're studying Geography so, if you walk past the Service Desk, turn right, no
sorry turn left, and continue on past the Philosophy section, you'll find the Geography section.
The copying facilities are on the left. Now one more important thing is the Group Study Room
and the booking system. If you're working on a project with other students and you want to
discuss things with each other, you can go to the room in the corner at the opposite end of the
Student: library from the copiers. That's the Group Study Room. It's between the Sociology section and
LA: the TV room. The Group Study Room must be booked forty-eight hours in advance.
Student: Right, thanks. Can I keep this map?
LA: Actually, this is the last one I have, but I can make a copy for you.
Student: That would be great, thanks.
LA: Oh. I should also explain how you book the Group Study Room.
Oh, yes, so how do I do that?
Student: LA: You can only book this room using the online reservation system. The same one you use to
reserve books that are currently on loan.
Student: LA: I thought it was called the online catalogue system.
No, that's for searching for things in the library; the reservation system is what you use to
make a room booking.
And can I access that from outside the library?
Yes, via the library website. You will need to enter the name and student number of
Student: each student in the group too, so make sure you have these to hand when you make the
LA: booking. But all this is explained on the home page of the website. Once you've made your
Student: reservation request, you'll receive a confirmation email from the library to say whether your
booking has been successful or not. If not, you can try to arrange another time.
Well that sounds fairly easy.
Yes, you'll be fine. It's all quite straightforward really.
Thanks.
Track 35
Tour guide: Now, not only do we have lots of historical architecture here in the town of Tanbridge, we also have a rich
variety of famous residents. Of course, everyone has heard of the famous writers Jim Harman, Anna Collins
and Ian Cheriton, or I. H. Cheriton, as he is better known. And they have all lived in our small town! In fact,
Anna Collins, the celebrated romance novelist, spent all her life in this town. She lived by the town square,
where there is a plaque to commemorate her. She died in 1968 and you can see her gravestone in Tanbridge
Cemetery. You may know Anna from her most famous work, The Pride of Angels, which won numerous
awards and for which she was a runner-up for the Herald Prize in 1950.
James Harman also lived here between 1975 and 1990. A bestsellinq horror writer, he got many of his
themes for his haunting novels from this very town. He passed away a year after leaving Tanbridge and
although he isn't buried in the town, we do have a statue of him on the roundabout as you enter the town.
Now, I. H. Cheriton has been the Poet Laureate for three years and he lives in Tanbridge today. His home is
the red house by the river. Not only a poet, he has also written ten novels that have topped the book sales
charts. He always does a lot of work for local charities and is quite a gem in this town.
Lastly, another famous resident of Tanbridge is Sylvia Daniels. She grew up in Tanbridge and went to the
local comprehensive here. You can see her childhood home just across the river by the post office. Now I am
sure you all know her for her latest film Planet Dust, which has just reached number one at the cinema box
office. But she wasn't always an actress. Before she headed for Hollywood, you could have seen her waiting
tables in The Dorage Restaurant here in town! She often comes back to visit as her family all still live here. If
you're lucky, you may even catch a glimpse of her!

Track 36
Reviewer: Welcome to the latest episode of Film Finest with me, Liz O'Donnell. The films I'll be reviewing in this episode
are What Happens in the Night, the new horror film by acclaimed director Jan de Neiburg, and Happy as Larry,
a new romance comedy starring Harrison Wyatt and Sonya Smith. Let's start with What Happens in the Night.
Set in a convent school in the 1950s, this film tells the story of two boys who are haunted by apparitions of
monks. The film has the feel of a comic book as it's shot in black and white with occasional shots of vivid
colour. De Neiburg, the director, said he wanted some elements to stand out and he has used colour to do it. I
would say quite effectively. He claims his inspiration for the film is his own experiences growing up in 1950s
Liverpool. A believer in ghosts himself, he thought he saw ghosts in his school years. Ghosts or not, this film is
certainly haunting. What Happens in the Night is a film that will scare you. I wouldn't say it's the best horror film
to come out this year, but it's certainly shot beautifully, and it's not hard to follow. So, unlike some recent horror
films, you don't have to sit in dedicated concentration for two hours trying to keep up with a complex plot! An
enjoyable film, I would give it four stars.
In Happy as Larry, Sonya Smith and Harrison Wyatt play two people who fall in love but cannot be together
because of their families. The build-up to the film has certainly been epic, with gossip about both co-stars in the
papers. Rumour has it that Smith and Wyatt aren't the best of friends. In fact, on the set they barely spoke to
each other! I have to say, though, this doesn't come across in the film and they look like a great couple. Happy
as Larry is a move away from the usual films Sonya makes - she is better known for her roles in action films -
but she has shown herself to be a capable comedy actress. However, I'm not sure this is the finest film to do it
in. Both men and women alike can get something from this film, but the romance angle is overplayed and the
laughs are few and far between. If you want romance, this film is fine, but if you want comedy, I would
recommend seeing something else. I would give it three stars. Now, there are some new video releases which
are going to be coming out...

Track 37
Interviewer: So, we have Phyllis Bailey here to talk to us about fame. Her new book, Famous for Fifteen Minutes is
coming out on Monday. So Phyllis, welcome. What do you think fame means to us these days?
 CD1: Tracks 35-38

Phyllis: Well, famous people are everywhere and although we know nearly all there is to know about these
people - their lives are splashed all over magazines and television - they've retained their mystery. The public are
always eager to find out more about them and this fuels the paparazzi to photograph them. It's true that there are
more celebrities around than ever before, but the number of really important famous people probably hasn't
changed greatly. This is because people became famous for only a short time. Andy Warhol once famously said,
'In the future, everyone will be famous for fifteen minutes', and I think there's some truth in that. One day a person
is famous and the next they are forgotten. Take, for example, contestants on reality television shows. After maybe
six months we never see them again. This also highlights another characteristic of fame: in the past people
became famous because of something they had done, or because of their talent. Nowadays these things aren't
necessary. I personally think this is a great pity.
Interviewer: Is fame particularly beneficial now?
Phyllis: Well let's look at the winners and losers when it comes to fame. Many people think that celebrities
are the losers in this new media world, but that isn't necessarily the case. Take, for example, actors and
actresses. They often complain about a lack of privacy, but privacy is possible. There are many celebrities who
aren't constantly in the papers. Much as they complain, they chase the publicity and then blame it on the media. In
fact, the paparazzi, who photograph the rich and famous, are often seen as figures of hate for this. They come off
much worse in the end, because they are so disliked by the public and celebrities. But in reality, they are making
the celebrities and their managers even richer. In fact, because of the cult of fame nowadays, we can see media
executives making even more money and celebrities signing multi-million pound deals. And who pays for this?
Well, all of us. Cinema and concert ticket prices have risen and DVDs cost more than ever. Merchandising makes
a fortune for the famous these days. And although we are paying for it, the rewards go to only a small elite - the
big players, the stars and the executives, but they miss a lot of the creative talent in the industry, like the people
who write the screenplays. They are still on the same salary they were on ten years ago. Executives certainly
have a difficult job managing their clients, but they get rewarded well for doing so. I for one think these rewards
should be more fairly spread.
Interviewer: How could this be done? Are you ...?

Track 38
Guide: Thank you for coming along to the Cultural Sydney talk. I'm going to start by telling you about the Yellow Plaque
scheme, which has been running in Sydney for over forty years and has been incredibly successful. When you
are walking around the city, you'll see some buildings with a small round yellow plaque on them. If you take a
closer look, you'll see the name and details of a famous person who lived in that very place. We have, at
present, 130 plaques up in the city. The scheme has been great for tourism, but it was really started to raise
awareness of the rich history of Sydney, both locally and nationally, and we think we've managed to do this. We
also wanted to make people aware of the impressive list of important people who have lived in this city, and
we've certainly achieved that. But that's not all. Although not part of our original aims, the scheme has also
helped preserve some of the older and more important buildings in Sydney because people now know that these
buildings are a link to our past; some of the buildings are actually over 180 years old, which, for Australia, is
ancient! We actually think that this is where the scheme has achieved the most success; in raising the profile of
our rich history. Of course, it has helped tourism, but not only that, locals also walk around looking at the
plaques. It has been really wonderful in highlighting our past. Some people are quite surprised to see who has
lived here; take Errol Flynn for example. He was married in Sydney.
We are planning on putting more plaques up and a common question is how can people nominate a figure to
be put on a plaque. It's quite a simple process. Applications can be downloaded from our website. If you want to
nominate someone for a plaque you just need the person's name, where they lived and you need three
signatures to approve your application. Our panel then checks that all the data you've submitted is correct and
hopefully, within a year a new plaque will be erected. But you can't nominate just anyone! A plaque can only be
given to a person who is famous and has achieved something out of the ordinary, like an important politician or
world-record breaking sportsman, for example. We aim to have fifty new plaques up within the next three years,
and we have plenty of
 funding to do so. Our funding comes from three sources: the local council, community donations and the tourist
board. Whereas in the past the tourist board put in the majority of funding, now public donations count for sixty-
five per cent of all total funds! In fact, our funding is so healthy now; there are plans to expand the scheme.

Track 39 At the moment, we only have yellow plaques for all the famous people, but we are aiming to produce different
Guide: coloured plaques so that people can do specific walks. For example, if they are interested in famous sports
personalities they can do a tour following the red plaques - the colour we are aiming to use for these people. We
are looking at introducing grey, white and green plaques as well. We are thinking of using grey plaques to signify
people who have done important work within the government and white plaques for those who have done good
works in the community. Lastly, our green plaques we think will be very popular, these will be for painters and
sculptors, leaving our yellow ones for writers, actors and other people of note. We do hope you enjoy looking at
the plaques around the city. We have guide books on sale in the gift shop where you can find all the plaques.
These are priced at $11.99.

CD 2
Track 01
Tutor: Hi, James. How's your alternative energy research project going?
James: To be honest, I'm a bit confused about how to do the research for all the different energy types.
Tutor: Well, the first thing to do is to make sure you focus your question, otherwise you'll have too much to
read and you won't be able to select the key arguments.
James: So how do I do that?
Tutor: Start with the general topic of alternative energy and then keep asking questions until you've
narrowed the topic down to one particular area. Then, when you have your question, make a list of
the reading you will need. This list should be general to give you some background, but remember
you'll need to focus on the issues related to the question, so the reading list should also be specific
to the actual energy source you've chosen, whether it's wind or solar or wave power.
James: And then start reading?
Tutor: Absolutely. You need to start straight away, but don't forget to make notes as you read, otherwise
you won't be able to keep track of ideas for future reference purposes.
James: Yes, that makes sense. I think that's my main problem - I don't recall where I've read different ideas
so I can't find them again later. And my friends have warned me that not recording ideas in a system
can really hinder your progress.
Tutor: Your friends are right - it's a common problem amongst students. You need a system. Anyway, once
you've done the reading and made all your notes, you need to organise them so that you can analyse
and think about what you've read.
James: But I prefer to just start writing and then go back and look at my notes later.
Tutor: Hmm ... I wouldn't recommend it. I think you need to give yourself more time to digest the material and
arrange it into some kind of system ready for analysis in terms of relevance to your research question.
James: Well, that's a great help. Thank you, Professor Jenkins.
Tutor: You're welcome. Come and see me again if you have any more problems.

Track 02
John: Hi, Mary. How are you?
Mary I'm fine, thanks. John. How's your essay going?
John Not so good, actualLy. Would you be able to help me with it?
Mary Of course. What do you want to know?
John Well, just the type of information you're going to write about. I won't copy you - I just want some
ideas to get me started.
Mary: Well, Mr Jones advised us to focus on just two or three forms of non-traditional energy for our
evaluation so I think I'm going to choose solar - it's fairly easy to evaluate.
John: Are you going to explain both the positive and negative aspects?
 CD2: Tracks 01-04
Mary: Well, Mr Jones warned us not to get too involved in the ethical aspects of the topic. So I'm going to
structure my essay by using the advantages and disadvantages of each energy form. That's why I also
want to talk about biofuels - I think there are more disadvantages.
John: Oh, I see what you're doing - using the negative points of one to highlight the positive points of the
other! That's a smart idea. And what about the third energy source?
Mary: Mm, I was having difficulty choosing between nuclear and wind because they're both problematic but
I've decided to do nuclear for my presentation instead.
John: Thanks, Mary. Chatting to you has helped me think a bit more clearly about my essay.
Mary: That's fine. Good luck with it.

Track 03
Shirley: Hi there, guys. Nice to see you.
Tom: And you. So, are we going to finalise what we're doing for the Environmental Science presentation today?
Chris: I hope so. The presentation is next week.
Shirley: Actually, I wanted to talk to you about this because I think we need to take out some of the information
we're including. Chris: Oh, really? Like what, Shirley? Shirley: Well, I'd like to suggest taking out the
background details - I think it's just too much information to fit
into ten minutes.
Tom: But isn't it important to make sure the audience understands the context?
Shirley: I don't think so, and anyway, we could include the background details on the handout.
Tom: OK. I'm with you on that. Chris, what do you think?
Chris: Yes. OK. that's fine. I'll add the details to the handout. Anything else? Shirley: Yes. I'm not sure whether the solar
energy statistics will be too much for the audience to take in -
there's a lot of numbers and graphs. Can we put the statistics on a handout too?
Chris: Mm, I see your point. We don't want people looking at lots of numbers while we're speaking.
Tom: But without the statistics, I don't see how we can support our main ideas.
Shirley: Actually, you're right, Tom. I hadn't thought about that. In that case, can we delete the diagrams? It's
going to take too much time to explain them.
Tom: Hm. Let's think about that a bit more. If we have to choose between taking out the statistics or the
diagrams. I think we should opt for the diagrams - they're less crucial to the presentation. What do you
both think? Shirley: I think it's going to work much better than the original plan we had. Chris: Absolutely. We
won't have to worry about talking for longer than fifteen minutes if we remove the
diagrams and focus on the main ideas and statistics. Shall we all meet again tomorrow to finalise the
details?

Track 04
Hannah: Hi, everyone! Sorry I'm late.
Louise: Don't worry, Hannah, we've only just started. We thought we should go over the theories we've studied
so far so we're ready for the seminar discussion on Thursday afternoon. Hannah: Of course, you're right. I
don't think I can remember all the theories related to consumer energy
consumption.
Mike: No, Hannah. That's the reading for Friday's lecture. Thursdays' seminar discussion is about the current
thinking on alternative energy. Hannah: Oh, yes. Sorry.
I'm a bit disorganised at the moment.
Louise: Never mind. So, Mike, what do think about the academics' point of view on nuclear energy?
Mike: Well, I think I have to agree with them on price being a factor for choosing nuclear in the long term.
Louise: Me too. It's definitely the most cost effective measure. Don't you agree, Hannah? Hannah: To start with I
didn't, but the text Professor Edwards gave us persuaded me. The only thing that
concerns me is that there have been some disasters in various parts of the world.
Louise: Yes, some texts warn of the dangers of nuclear power using previous disasters as examples.
Mike: I know what you mean, but I suppose the risk is minimal these days. What do you think about wind and
solar energy in terms of the price in relation to the advantages? For me, they're just not worth it - both
are expensive and it's difficult to predict the amount of energy each one will produce.
Hannah: You know, Mike, I'm afraid I don't share your opinion. This text here talks about the likelihood of
improved technology increasing the amount of energy and reducing the costs in the future.
Louise: Yes, but that's not enough proof to be sure of the relationship between the costs and the benefits.
Mike: Exactly, the evidence seems incomplete to me.
Hannah: Well, that's something we can follow up on with the rest of the group in the seminar on Thursday.

Track 05
Tutor: Good morning, Phil, Jackie. I hope your project is going well.
Phil: Morning, Mr Jackson.
Jackie: Hi Mr Jackson. Well, we've made a start on analysing the different forms of renewable energy, but
unfortunately we don't really agree on some points.
Tutor: OK, why don't we talk about it?
Phil: Well, Jackie believes that all forms of renewable energy are beneficial economically, whereas I doubt
that that's true for all of them.
Tutor: Such as?
Phil: Such as wind, wave and solar energy because they're less reliable.
Tutor: That's a valid point but I don't think that's a large enough factor to disregard it completely.
Jackie: Exactly, that's what I said.
Phil: However, another drawback is that they're generally very expensive to produce.
Tutor: Yes, you're right. And that is a concern when evaluating their usefulness in future.
Jackie: I agree with you to a point, but it's likely that the cost will come down. I read a report in the Journal of
Environmental Science that estimates the cost would fall by twenty per cent over the next ten years,
which is significant, isn't it?
Tutor: Absolutely, Jackie. But you need to think about how difficult it is to predict the future cost of non-
traditional energy sources before you believe the report. Remember: in your project I want to see
evidence of critical analysis. Make sure you've analysed all the information rather than just accepting
the information that you agree with. Also it's very important that you demonstrate wide reading
around the subject.
Jackie: I know, it's just that I'm not convinced that it's going to continue to be that expensive, especially if
there's a demand from consumers.
Phil: Well, what about if we analyse the costing process as part of our project?
Tutor: That's an excellent idea, Phil. OK. so let's imagine that we want to forecast the cost of producing solar
energy. How could we do that, Jackie?
Jackie: Um, well, I think we'd have to start by working out how many hours of daylight there are in the UK per
year.
Phil: The Meteorological Office would have data on that.
Jackie: Then estimate the number of hours of sun to get a rough total.
Phil: And then I suppose we'd need to work out how much it would cost to supply the average home with
solar power, and then extrapolate that to get a number for the whole country.
Tutor: Good, and don't forget the price of power conversion stations - this will have a significant impact on
overall expenditure. And there's one more factor you haven't taken into account yet, regarding the
consumers.
Jackie: Um ... whether they would change from traditional to renewable energy?
Tutor: No, but think about what might make them change?
Jackie: Oh, yes. How much they would be willing to pay.
Tutor: Exactly. Well done.

Track 06
Phil: So, our project is going to cover three main areas. Firstly, comparing the main forms of alternative
energy: solar, wind, wave, and bio fuels in terms of production costs. Secondly, we'll take solar energy as
an example and do a cost prediction, and lastly we'll analyse whether they're likely to replace traditional
fossil fuels in the future.
Tutor: That sounds like a comprehensive project with a good focus. Now, what data are you going to use and
what approach will you use for the analysis?
 CD2: Tracks 05-08
Jackie: Ah! Now that's something we do agree on! We want to use the reports you gave us in our last lecture and some
statistics from the government Environment and Energy Department. In terms of analysis, we're going to use a
cross-referencing method where we compare each of the government reports with the Robertson report and
highlight any differences. Then we'll analyse these to see why the differences exist and where more research needs
to be done.

Track 07
Lecturer: OK, so to finish I want to look at the resources available for researching UK census information for the essay you'll
be writing at the end of this module. There are many resources for the study of the civilian population and family
history out there ranging from public to academic to commercial. Some are available for the public to access free
of charge, whilst others are only available by payment of fees, or restricted to academics and subject to
registration. Some are more appropriate to family or genealogical investigation, others to historical population
research.
So if we start at the beginning of the list on your handout, you'll see firstly there is the Family Records Centre
based in central London. The centre and their website are available to anyone in the country who has an interest
in researching demographic data. Their work might be useful to give you an overview of the general sorts of data
and services available. Unfortunately, you do have to pay a registration charge of £20 for a year's access to their
material.
The next resource on the list is Genes Reunited, which is mainly for people who want to find out more about
their ancestors. There are some good interactive tools on this website, especially the one which shows you how to
manipulate the National Census Association's statistical data. Although Genes Reunited is very useful, it is used
by a range of businesses and therefore accessing the site will cost you.
Now, the third item on the handout is The National Census Association, which contains the most up-to-date
data as it's compiled from official government census data every ten years. Both companies and individuals are
able to access all their resources without payment, so this may be a good place to start your research.
Finally, I'd just like to draw your attention to two journals at the bottom of the handout. The first one, Journal of
Historical Migration, is not actually a journal but a collection of articles on a website. Anyway, you might like to
take a look at it because it has several articles on the importance of recording census data from a historical
research perspective. This site is available to the general public so you don't have to pay or register. The other
one, the Journal of Social Demography, is only available using your university online journals login details as it
can only be accessed by those studying or researching in higher education. Right. Well, that should be enough
reading for you.

Track 08
Lecturer: Today I'd like to continue from last week's lecture by looking at what helps people successfully integrate into a new
culture. Whereas the reasons for migration are nowadays fairly easy to identify and largely related to employment
opportunities or political instability, the factors behind being able to adapt to the new culture and create a new life
are considerably more complex. Let's start with an overview of the issues as shown on this diagram. Starting on
the left of the diagram there are two lists of factors: internal and external. It's important to notice that the internal
factors, in other words those based on an individual's personality, are divided into positive factors - trusting others
and acknowledging that people are different, and negative - being afraid and being suspicious of people. You
might think that the list of negative factors would include discrimination, but it doesn't because discrimination
comes under the larger category of fear. Now, what you should also notice is that the external factors are not
labelled in this way. It's much more difficult to know how to measure the affects of external factors and whether
they actually are external or not. The influence of family relationships, climate, beliefs and values, and the ability to
communicate in the language of the new culture have wide ranging effects which are difficult to measure and can
distort any research.
Now focus on the centre of the diagram, and you'll see this phrase: 'Coping strategies'. This is important
because studies have shown that people who integrate well into a new culture, and that is any culture by the way.
are those who have eradicated any negativity, and made positive choices, and adopted coping strategies such as
observing people, and taking time to listen and ask questions in order
 to diminish the effects of culture shock. What we have observed is that people who demonstrate positive coping
strategies such as observing, listening, and Questioning end up by understanding the host culture better and
integrating quicker and more successfully. However, those who choose to be critical of the differences, and
therefore react negatively to the host culture, are likely to have increased feelings of alienation. This alienation can
tail off and become the beginning of acceptance if a person has some positive experiences, but it usually
deteriorates quickly into isolation.

Track 09
Lecturer: Many people have immigrated to Britain and become citizens over the last 200 years, and in today's lecture I'd like
to look at the various laws or acts of parliament introduced to deal with those people who came to live in Britain. In
1793 there was the Aliens Act, which the British government introduced to control the number of refugees fleeing
to Britain to escape the Revolution in France. Compared to today, when refugees have to complete a long and
complicated application process before arrival, in 1793 all that was required by the authorities was that individuals
had to register at the port where they arrived. The collection of personal information started in 1844 with the
Naturalisation Act, which was updated in 1870. The main difference in the 1870 Act was that applicants who
wanted to stay in Britain had to have served the Crown or to have lived in the country for at least five years before
being considered. Both these acts allowed the government to control the number of people coming into the
country. These changes were fairly insignificant regarding people's freedoms and the amount of state intervention
involved. However, in the twentieth century this began to change. The Alien Registration Act was introduced in
1914 and when the First World War broke out, all aliens over the age of sixteen had to register at local police
stations, be of 'good character' and demonstrate a working knowledge of English. The reason for this act was to
create a feeling of patriotism among migrant communities and also to stop spies from Europe infiltrating the
country.
And after the Second World War, the meaning of British nationality was re-defined again, this time to encourage
residents from British colonies to come to Britain to help rebuild the country. This was the British Nationality Act of
1948. The condition was that potential migrants had to demonstrate that they wanted to work and were fit and
healthy. Finally, there was the Commonwealth Immigration Act of 1962. Legislation was passed to restrict the
number of Commonwealth immigrants to Britain. Although many people still wanted to come to Britain to obtain
good jobs, the Act now meant applicants had to get work permits, which were given mostly to skilled immigrants,
such as doctors.
In the next session I want to look at more contemporary acts, for instance ...

Track 10
Lecturer: This morning I'd like to focus on New York as a model for understanding immigration patterns in relation to
national rather than international change. Firstly, it is important to understand that migration patterns are primarily
affected by the rules of immigration which determine the conditions of entry. After that, internal changes can affect
patterns considerably. To highlight my first point let's study this diagram of Ellis Island and the process of admitting
immigrants in the late nineteenth and early twentieth centuries. Upon arrival at Ellis Island, people underwent a
series of examinations and questions before being allowed to enter the US. First of all, there was a medical
inspection to ensure the immigrants were not bringing in any contagious diseases. Anyone who did not pass the
medical examination was refused entry to New York and sent home on the next available ship. If the examination
was passed, immigrants were required to take a further examination: this time a legal examination to establish
whether they had any criminal convictions. After this, immigrants were able to change currency and purchase
tickets for onward rail travel from New York. Having completed this simple process, immigrants were told to wait -
this wait could be as long as five hours - before boarding a ferry to take them to New York City. This simple
system allowed millions of immigrants to enter the US and is largely responsible for the ethnic make-up of the city
today. Even though the immigrants themselves may have had a variety of reasons for deciding to migrate, it was
only possible because of US national immigration laws.
Moving on to the second point - how changes within a country can have as much or more of an effect than
those outside the country. Various parts of New York have changed radically in their ethnic
 CD2: Tracks 09-11
make-up over the last 200 years: communities became wealthier, governments introduced new laws, and
employment opportunities came and went. These factors affect where people choose to live or force them to move
to somewhere different. For example, most people think that the population has changed in Manhattan due to the
rise of its importance as a financial trade centre, which is true to some extent. But like the Ellis Island example, a
change in politics, namely a change of mayor, allowed the city to boom as a financial centre, and this resulted in
different types of people moving to the area. Brooklyn is an interesting example, too and we'll be looking at it as our
case study later in the lecture. Whereas it used to be a predominantly working class area of the city and therefore
attracted unskilled migrant workers, nowadays its fame as a centre for up-and-coming artists and musicians means
it has attracted a new and much more diverse population of middle class residents. Finally, Queens has shown a
dramatic change in its population over the last fifty years due to the airports there. This means that the number of
airline staff living in the area has dramatically increased and changed the nature of the local population.
Finally, I'd like to use Brooklyn as a case study of local change. Brooklyn's population has changed significantly
over the years and this can most easily be seen in its economic activity. Tracing the Brooklyn industries back from
the current financial services companies, to manufacturing in the 1950s, to shipbuilding in the 1900s, we can map
this onto average wages and therefore the type and class of resident. And this has affected the population density
too which has been steadily increasing over the past 100 years from 1.5 million in 1900. through to 2 million in the
middle of the twentieth century, to the 2.3 million inhabitants today. In fact Brooklyn is suffering from considerable
overpopulation now. But this large population increase was due not to employment but the building of the subway
which linked Brooklyn to other areas of New York. Prior to this at the beginning of the twentieth century the only way
of transportation was the Brooklyn Bridge. Another factor which traditionally increases the desire for the middle
classes to live in a particular place is the extent and type of local heritage, especially for those people with young
children. In Brooklyn this is evident in the increase in population after the construction of Coney Island. The modern
day equivalent of this is the restoration of Prospect Park, which has brought more middle income families into the
area.

Track 11
Anna: Excuse me. Where I can fill up my water bottle?
John There's a water cooler just inside the main doors. Is this your first time here?
Anna Yes, I just had my induction last week. I'm Anna.
John Hi! I'm John. If you have any problems and I'm around, please just ask.
Anna Have you been coming here long?
John Yes. I've lived here all my life, just a couple of miles away. I started coming here when I was just a kid.
I suppose I'm quite a faithful member. My brother and father come here too!
Anna: Wow! That's impressive!
John: Thanks. I enjoy it so much because it basically gives me so much energy for the day. It's unusual
that I'm here at this time. I work pretty hard and so I try to fit it in before work usually. I start work at
seven, so I usually get in here by about five thirty.
Anna: Uh, it must still be dark at that time?
John: Yes, it is!
Anna: That must take some willpower!
John: It does but it's worth it. You should try an early session; it really makes you feel good about the day!
How often are you planning on coming?
Anna: I was thinking maybe just twice a week at the beginning and then build up from there. What do you
think?
John: That's a good idea! When are you thinking of coming?
Anna: Probably evenings. Is it generally very busy then?
John: It can be. I came in the evening yesterday and it was quite busy. In fact, a funny thing happened. I was
on the treadmill and suddenly water started hitting me! It was the fire alarm! The sprinklers had gone
off. I was absolutely soaked! It was the first time anything like that has happened, but it was pretty
funny! Fortunately, it was a false alarm!
Anna: Ha ha! So much excitement at the gym. I think I'm going to enjoy this!
Track 12
Salesman: Thank you for taking the time to see me today, Mr Jones. I'd just like to take a minute to outline
our new step machines.
Mr Jones: No problem, I'm interested in getting a few. We don't have any in the gym yet.
Salesman: That's great. Well, let me talk you through the build of the step machine. If you have a look at the
sales brochure you can see what they look like on page 14.
Mr Jones: OK.
Salesman: These machines are two metres tall, so they tend to stand out. The tallest part is the holding
frame. At the top there we have the main grips. These grips, when they are held, monitor heart
rate so that the user can check they are working out at their optimum heart rate.
Mr Jones: That's great. And where does this rate show up?
Salesman: They'll be able to see it on the screen below. This screen is fully digital and shows not only their
heart rate, but the number of steps they've taken and the distance they've travelled. On the panel
there they also have a selection of workouts. They can set it by distance, or time, or by the amount
of calories they want to burn. They can even set it to climb a famous mountain or hill, or walk up
the Leaning Tower of Pisa for example!
Mr Jones: That's great, I like those more fun settings.
Salesman: And the great thing is you can have people climbing up Mount Everest, for example, every day for
ten years and this machine will still be in perfect working order. It's made to last. It not only has a
metallic spine but durable pedals made from the most high-tech materials on the market.
Mr Jones: And the machine works via a wheel in the centre? That's unusual, isn't it?
Salesman: Yes, it is, but we find a central wheel lasts much longer than a pump system. The central wheel
is attached to a bracket which ensures each step movement is as smooth as the last. The final
feature I should point out to you is the side supports, which ensure safety for all machine users.
If users feel tired, they can hold on to these and slow down their stepping!
Mr Jones: I see! Well, I think I might take three of them.

Track 13
Receptionist: OK, Alice, I just need a few more details to start your membership. Your full name is Alice Wilson
yes?
Alice-. No, Watson.
Receptionist: Oh yes! I'm sorry. Which age range are you?
Alice: Well, I'm just out of the 16-25 bracket! I'm 26 now.
Receptionist: Great, 26-35.
Alice: Yes.
Receptionist: And do you have any health problems which may affect your exercise?
Alice: No. I don't have any health conditions.
Receptionist: I'll put none. Do you do any exercise at the moment?
Alice: Not much. I exercise a couple of times a week.
Receptionist: And what do you do?
Alice: Well, I used to play tennis, but I stopped. Now I only go swimming.
Receptionist: OK ... And why have you decided to join up?
Alice: Just to improve my fitness. I don't want to lose any weight or build muscles or anything!
Receptionist: Fine. Well, I would recommend doing the Level 2 workout programme to begin with. It takes about
forty minutes to do the whole programme. I'll get you an information sheet so you can see what it
involves.

Track U
Debbie: Hi, Penny. How are you doing? Have you just been to the gym?
Penny: Hi, Debbie. I'm good, thanks. Yes, I've just finished a workout. How are you?
Debbie: Yes, good. I'm planning on going to the gym later but it's hard finding the time now I've got a child!
Penny: I bet it is! Have you tried any of their new exercise classes?
Debbie: Yes, I tried some last week. I wanted to go to yoga, but it was full up. I went to the dance class
instead. It was really fun. Oh! And kickboxing last Thursday too. That was exhausting.
 CD2: Tracks 12-16
Penny: Well, you didn't miss much at yoga. I went there last Friday and it was far too hard. I couldn't do
most of the exercises!
Debbie: Oh no! Are you going to try anything else?
Penny: Well, I was thinking of trying the aerobics class.
Debbie: My friend did that one, and said the instructor was awful.
Penny: Well, I'll probably give it a miss then. I've got to go to a conference next week anyway, so I'll be
away from Tuesday to Friday.
Debbie: Oh, lucky you!

Track 15
Receptionist: Hello, and welcome to Smith's Gym.
Brad: Hi there. I'd like to become a member.
Receptionist: Yes, of course. We just need to fill out a couple of forms, and then I can show you around the gym.
Brad: That would be great.
Receptionist: Let's start with the membership form. Can I have your name, please?
Brad: Yes, sure. Brad Simmons.
Receptionist: Is that Simmons with a 'd' or without?
Brad: Without. S-l-M-M-O-N-S.
Receptionist: Got it! And can I take a contact number, please?
Brad: Yes, sure ... It's 0498355521 [0-4-9-8-3-treble 5-2-1).
Receptionist: OK ... 0498355531.
Brad: No, uh, it's 2-1 at the end.
Receptionist: Great. And do you have an email address?
Brad: Yes. Brad zero seven at elemnet dot com. That's e-l-e-m-n-e-t dot com.
Receptionist: Right. Now, we've got three membership types here: bronze, which is just off peak and costs
£21.00 a month; silver, which means you can use the gym at all times - this is £36.50. Or for just
£5 more you can get a gold membership, which gives you free access to the squash and tennis
courts and all classes.
Brad: For now I think I'll just take the silver.
Receptionist: That's fine, sir. That'll be £36.50 a month.
Brad: Great. When can I start?
Receptionist: Well, you'll need to have an induction first... We have spaces at two thirty, four forty-five, and
eight fifteen tomorrow. Would any of these be suitable?
Brad: I can't do tomorrow. Do you have anything for Saturday?
Receptionist: Is that the twelfth of November?
Brad: No, it's the eleventh.
Receptionist: Yes ... Yes that's fine. Would two thirty be OK?
Brad: That's fine.
Receptionist: I'll book you in with our trainer Rob Ellis. Now, would you like me to show you around?
Brad: That would be great.

Track 16
Receptionist: OK, follow me. Let's go up the stairs to the main equipment room. ... As you can see, we have all the
treadmills, bikes and rowing machines in here. And the weights are in the corner.
Brad: Great. And is that the pool over there? Can I use that with my membership?
Receptionist: Yes, at any time. Just go through the glass doors on the left. As you can see, the pool is
dominated by the diving board at the far end. It's impressively tall, and on the right hand side of the pool you
can see we have two lanes. The first one is a slow lane for those who are trying to improve their fitness. It gets
really busy! The lane on the far right is what we call the club lane. Because we reserve this for people who
have membership, it is slightly less busy and the members can get a really good workout in it.
Brad: That sounds great!
Receptionist: Yes, it is good. And then near us vou can see a smaller area sectioned off nearly halfway across the pool. This
area is where we put the school groups which come in the late afternoons during
 the week. Usually from about four. We keep them confined to that space so that the other end
can be used for free swimming.
Brad: And what is the little round pool for?
Receptionist: We call that the toddlers pool. It's not very deep, and the mothers often bring their children in to
teach them to swim in it.
Brad: Great. Well, I am glad I can use the pool. It will be good to vary my exercise.
Receptionist: Definitely. When do you think you'll be coming?
Brad: Most likely in the evenings. I'd like to come on Saturdays, but I often work then, so I think I'll
have to miss that day and then come on Sundays.
Receptionist: Oh, so you'll be a regular visitor? That's great news! Can I ask why you chose Smith's Gym?
Brad: Well, actually the television advert prompted me to join. It makes exercising look so much fun! I
always thought going to the gym would be monotonous.
Receptionist: No, not at all. It can be a lot of fun.
Brad: My aim is to reach my optimum fitness. At the moment I think I'm a bit unhealthy, so I'd like to
change that. Receptionist: Well, give it some time and I'm sure you will. Now, shall we go back and
complete the payment
details?

Track 17
See page 80 for text.

Track 18
Manager: Good morning, everyone. I'd like to talk to you all about the department restructure and how it will affect our
work. As you know, the company is expanding, and this means we'll need to recruit more staff and optimise
our ways of working. So I want to look at each of our teams and the changes which are planned to start next
month. The Sales Team, headed by Gary Wilson, will be responsible for not only increasing the amount of
business we do with our current customers but also searching out new clients. As this is likely to be a labour-
intensive task, Gary's team will need more staff, which is where Linda French's Human Resources Team
comes in. Linda and Gary will collaborate on finding and employing twenty new sales members as soon as
possible. However, not all staff will be recruited from outside. If this company is going to continue to thrive,
each of the current team managers will need an assistant and these positions will be internal appointments.
Human Resources are sending out an email to all staff this week asking them if they would like to apply for
one of the new positions, and interviews will begin next month.
Now, in order for the Sales Team to increase revenue, the Research and Development Team haye to
come up with some innovative products which will be better than those offered by other companies.
Therefore, Zoe's team will start a month-long project to learn more about what our competitors make to help
inform our design process. Their target will be to design and create two new ranges of products this year. As
always, if any of you have an idea for a product, please contact Zoe about it; all ideas are welcome.
Lastly, but just as importantly, I'd like to talk about Ian Smith's team. Obviously, after-care service is
crucial to the expansion of the company, so IT Support will be making sure that all our customers are called
to discuss our service as part of the follow-up system, lan's team will also be upgrading our client support
package to facilitate twenty-four-hour access, seven days a week. Ian believes strongly that this will increase
our competitiveness and be a real selling point for potential customers.

Track 19
Melanie: Welcome to this fire evacuation talk everyone. I'm Melanie Brookes, the fire safety manager here at
Techbase, and my office is on the fourth floor if you ever need to find me.
Today I want to run through the fire evacuation procedure now that we're in a new building. First of all,
can I just remind you that if you hear the fire alarm, you should always head towards the main stairs in order
to leave the building. Please assume that the alarm is real, except if it sounds at 11.00 a.m. on a Tuesday.
At this time, it's always a test - we hope. It's vital that you do not spend time collecting your bags or personal
belongings because this wastes valuable evacuation time-When you have left the building, please look for
the fire marshals, who will be wearing fluorescent
 CD2: Tracks 18-21
orange jackets. They'll show you where the waiting area is, but just so you know, it's the park at the rear of the
office block. Your department has a fire safety officer - I believe it's Susan Jenkins - and it's her job to make
sure that everyone who signed in has vacated the building. Susan will then tell the fire safety manager if there
are any missing people. Can I also remind you that you mustn't enter the building again until the fire safety
manager, in other words, me, tells you that the situation is no longer dangerous.

Track 20
Marketing
Manager: Right team, this afternoon I want to go over the new marketing and advertising strategy so that everyone is
clear on the streams for each of our product ranges.
Let's start with toys for children. Now, last year most of the advertising was done through leaflets posted
through people's letterboxes across the city. However, the products are now selling well nationally in
department stores rather than just in our local shop here in Leeds, so we're going to expand the budget and
use print media. By this I mean the national newspapers, in order to maximise the exposure to these
products. And despite the fact that our competitors advertise baby clothes on TV, we won't be using this
method as our statistics show that it's just not cost-effective. People don't pay much attention to TV ads for
baby clothes, but we believe a picture in the newspapers will be much more attractive to potential customers.
Were going with this method.
As far as clothing for expectant mothers is concerned, the campaign will move from newspapers to the
internet due to the fact that we've seen an increase in internet shopping for clothes among women in
general.
And finally, baby food. Adverts for this are difficult to place, and we've previously tried ads in all three
media. Anyway, although our analysis has shown that the internet is one possibility, we're going to continue
using television: many other types of food are also advertised on TV and happy mothers and babies make a
very strong image.

Track 21
Chief Executive
Officer: I'd like to start by welcoming everyone to our annual meeting and thanking you all for your hard work. It's
been a great year for us in terms of expansion and optimising business opportunities, and I'm pleased to
say that Benchmark Consulting is a thriving, successful company.
I'd like to take this opportunity to give you an overview of where the company began and where we'll be
going in the next ten years. For those of you who've been with the company since the start, sorry if you
already know all this, but we have so many new staff members that I thought it would be worth filling in some
background information.
Benchmark Consulting was set up in 2000 by James Cox, a local entrepreneur who opened the first office
in Melbourne. His real achievement was to create a new consultancy system which enabled clients to see
which of the key areas of their business needed strengthening. James was incredibly successful with his
system, and started the company off on a journey of expansion. He retired in 2006, and was succeeded by
Fred Montgomery. Fred shared James's views on consulting, and continued the expansion: he increased
revenue to $5 million and opened a new office in Perth. Soon the Benchmark Consulting system had
become just that - the benchmark for many other consulting firms, and Fred took the opportunity to sell
Benchmark for $10 million in 2008.
Our new owners are, as you know, TFB Group Ltd., and their investment has allowed us to build our
brand new headquarters here in Sydney. TFB Group have brought us more exposure at a national level, and
our most recent success has been winning a contract with the government of Australia, advising on
management restructuring.
Now we ourselves have done a little reorganisation over the last year to maximise our productivity. We've
thought long and hard about the best location for the Marketing Department as this is the key to facilitating
our future business. Although Perth has a large number of marketing companies, which enables us to learn
from our competitors, it's Melbourne that's the gateway to international connections, and therefore we've
decided to move all marketing operations there.
In terms of professional development, we wanted to optimise the training programmes available to our
staff because training is vital if we want to remain competitive. As a result, staff
 training will no longer be here in Sydney but instead will take place in the Perth office, where new facilities
have been installed.
Finally, we've looked at how to optimise our back office administrative functions. Currently, each office
has its own admin department. However, this is proving to be less efficient than we would like. In order to
resolve this situation, all these functions will now be centralised here in Sydney.

Track 22
Chief Executive
Officer: So what does all this mean for the future? Well, after ten years, I've decided that Benchmark needs a new
vision for the future. I think it's time for us to divide up parts of the business into smaller units. Therefore,
over the next five years I aim to set up two small subsidiary companies in order to focus on international
expansion in Europe and Asia. There are many organisations in emerging markets which could benefit from
our experience and skills.
Which leads me to the next point for future development: that of increasing our workforce. It's become
clear that all our departments are understaffed, so we'll be taking on more employees over the next year.
And the really good news is that to make us a desirable employer, all positions, current and future, will
receive a salary increase of ten per cent.
Lastly. I know that some people are worried about the financial aspects of having to move to another
city as part of the restructure, so Benchmark will be providing a relocation package to all employees thus
affected. This is because we would like you all to remain with the company for the foreseeable future.

Tracks 23-27
See page 90 for text.

Track 28
Joe: Morning, everyone! How are you?
Susan: Fine thanks, Joe.
Julia: Joe: Yeah, fine, Joe. Have you managed to do much research on our minority languages project?
Well, Julia, I've been having some trouble finding information about the number of Cornish
speakers in the UK. The records at the Office of National Statistics and the Cornish Language
Julia: Council say different things, so I'm not sure who to believe.
Susan: Hm. Susan, have you got any information about this?
I was looking on the government's minority languages website, and it says that nearly half the
Julia: minority language speakers in the UK are speakers of Welsh.
Are you sure it's nearly half? I thought the number of Gaelic and Welsh speakers was more or
Susan: less the same.
It used to be, when Gaelic was a compulsory subject in schools. But nowadays there are fewer
speakers of Gaelic compared to Welsh. And apparently, with Cornish it's difficult to know
the exact percentage of the population who speak it because most people only speak it to
Joe: intermediate level; very few people are fluent speakers.
I suppose that's why the statistics are different. Well, I think we should go with the more
Julia: conservative estimate based on the number of fluent speakers.
I think you're right, which means that Cornish isn't spoken by nearly as many people as the other
Susan: languages.
Yes, I think that's right too. Based on fluent speakers, that means that Welsh is the most widely
spoken and the numbers of Irish and Gaelic speakers are more or less the same.
Track 29
Stephanie:
Rob: Right, Harry, Rob, shall we get started on this presentation for European Studies?
Well, how about if I start by talking about the central regions of Spain, where most people speak
Harry: Spanish?
Good idea. It's important we make it clear that the majority of the population use Spanish as
Stephanie: their main language. Then I can introduce the Galician accent of the north-west.
But isn't Galician more of a dialect?
 CD2: Tracks 22-31
Harry: Oh yes, you're right.
Stephanie: We've got to get our terminology correct because Spain is complicated in terms of languages and
dialects and accents. How about we then move across to the north-east, and I give details on the
Basque language and how it's different from Spanish.
Rob: That seems logical, Stephanie. Do you also want to mention the other language in the north-east? It's
Catalan, isn't it?
Stephanie: Yes. In fact we should say it's the official language of the region to show how important it is.
Rob: So, what am I going to present?
Harry: We need to include something about accents and speaking styles, don't we?
Rob: Of course. I could explain the difficulties of understanding the accent in the south due to the fact that
the locals speak quickly. Stephanie: Excellent! Well I think that covers everything. Shall we meet tomorrow to
practise our presentation?

Track 30
Tutor: So, Natalie, Louise, how are you doing with your report on encouraging people to speak local languages?
Natalie: Fine thanks, Dr Philips. It's been really interesting.
Louise: We've found lots of information which we've collated for our report.
Tutor: Good. What are you going to focus on?
Louise: Well, many schools and colleges are doing good work promoting local languages both as
qualifications and in terms of after-school clubs. Natalie: And then there's the rise in popularity of minority
language music, which seems to be driven by
tourism. Tourists who are exposed to songs in indigenous languages become interested in learning
those languages.
Tutor: OK. Now you need to be careful with these topics. They are fascinating, but you need to look at the
influences which drive language learning. Education doesn't leave people much choice, and music
isn't a strong enough factor. Natalie:
Do you have any suggestions for us?
Tutor: Well, what did we talk about in last week's seminar? Can you remember any of the real push factors?
Louise: Do you mean things like communication and relationships between companies and their workers?
Tutor: It's much more powerful than music, don't you think?
Louise: Yes, I see what you mean. So I suppose our other idea isn't very strong, either. We also thought about
hobby groups, but I'm beginning to think they're less significant.
Tutor: Yes, there aren't sufficient hobbyist groups to make a real difference to local language learning. But,
think about something else which is similar but reaches a much larger proportion of the population
of a country or community. Natalie: Ah! Like online discussion groups? I remember in the lecture you talked
about how the Internet is
fuelling the increase in local languages through the world languages project.
Tutor: This is more appropriate for your report because we can actually measure the amount of
correspondence in each language and chart increases and decreases overtime, which makes it a
more rigorous form of analysis.
Natalie: Of course. So we should definitely include that in our report.
Louise: It's becoming clearer now. We need to write about the larger factors involving commerce and online
communication, where we can record language usage.
Tutor: I think its better than looking at anecdotal information.
Louise: Thanks, Dr Philips.

Track 31
Anna: So, we need to get this field trip sorted out as soon as possible, don't we?
Suzanne: Yes. Let's get started. James, have you worked out which two countries we should travel to?
James: Well, I thought we could go to the USA and Mexico because that's where the populations of most
native languages are concentrated. But then I found out that the three languages we're most interested in are more
widely spoken in Canada than Mexico so I think we should go there instead.
Suzanne: OK ... Anna, weren't you going to think about our research focus?
Anna: Yes. and I think I've found two areas that would work well. Firstly, use of the three languages,
Na-Dene, Salishan, and Algic among the younger generation - people up to the age of twenty-five.
 I found out that although there are many older speakers of Algic, it's used much less by the young. In
fact young people under the age of twenty-five use both Na-Dene and Salishan more than Algic.
James: That's interesting. That means that native language use isn't really being affected by the older
generations any more. Suzanne: So, what's
the other focus area then, Anna?
Anna: Well, it would be good to try to find out what affects changes in native language speaker populations.
James: You mean things like family Life, and the influence of popular culture or tourism?
Anna: Yes, areas like that, but not tourism or culture because they're too general. I think we should look at
whether family has an impact in terms of passing on native language use. And possibly the effects of
government language policy too. Suzanne: Government figures can be deceptive, but they're still worth
looking at. Maybe we should also focus
on something like job creation and work statistics and the number of people who leave the USA to
live in another country instead.
James: Mm, yes. I think emigration would be as useful as language policy.
Suzanne: OK, then. Let's focus on those three as well as what happens in families.

Track 32
Anna: Well, shall we look at our route now? Most of the speakers we're looking for are in California, so
we could start there. We can spend two weeks travelling around and meeting people to get some
background information and then start collecting data. Suzanne: What do you think about beginning in the
south-west corner of the state and visiting the Barona
reservation?
Anna: That's a good idea. We'll be able to get some interviews with native language speakers there. And
then we could go to the eastern mountains to visit the local education authority of North County -
they've got a native language project for school children.
James: Why there? Wouldn't it be better to go to the education department in San Diego? It's bigger.
Anna: But they focus more on Spanish and English bilingualism and less on native languages.
James: In that case, the North County Education Authority will be more valuable so let's do that. After that,
we could head south-east to the town of Bishop. There's a company there called Co-Tech, which
employs only bilingual speakers. I've emailed the managing director, who's happy to give us an
interview.
Suzanne: That's great work, James! It sounds like something we should definitely do.
James: Right, well I'll email her to confirm.
Anna: Also, we should go to Sun City. It's this bilingual town in the south central area of the region. They
have a policy whereby all signs in the town must be in the local language as well as English. We can
take photos of these signs - they'll make good visuals for our report.
Suzanne: But won't that be intrusive for the people who live there?
Anna: No, they're used to it - the village is used as a model for other communities who'd like to do the
same thing. Suzanne: In that case, let's
add it to the itinerary.

Track 33
Ellen: Excuse me, where are the dresses?
Assistant: They're at the end of this aisle, on the left. Can I help you with anything?
Ellen: Yes, maybe. I'm not from around here, so I don't know this store.
Assistant: Well, I can help you with anything you need.
Ellen: Fantastic. I'm actually down here for my brother's wedding, and I need something to wear. I've just
started a new job and I haven't had time to get anything yet. I'm looking for something smart. Maybe
a new dress.
Assistant: Well what about this one?
Ellen: I think it's too hot for long sleeves.
Assistant: Yes, well, this one has shorter sleeves, and it still has the bow, which I think is a nice detail.
Or there's this patterned one?
 CD2: Tracks 32-35
Ellen: I'm not keen on a pattern. I think I'll go for the one with the bow. Do you have it in a size 10?
Assistant: Let me have a look ... Yes, here.
Ellen: Great! I need a hat, and then I can try them on together.
Assistant: What kind of hat are you looking for?
Ellen: What about this one with the flower?
Assistant: Yes, but if I may suggest, a taller hat would add to your height.
Ellen: Really?
Assistant: Yes, try this one.
Ellen: I see what you mean!
Assistant: We have this style with the single flower, or with a small bunch. And it comes with a wide or
narrow brim.
Ellen: I like the narrow brim, and just the one flower. Hmm, can I have a blue flower?
Assistant: I'm afraid it just comes in cream.
Ellen: Well... it goes with the dress, anyway.
Assistant: Great. I'll place an order and have the hat sent to you. It'll take about two days to be delivered.
Is that OK?
Ellen: Yes, that's fine.
Assistant: I need to take down a few details for delivery. Can I take your name?
Ellen: Ellen Barker.
Assistant: And the delivery address?
Ellen: It'll be my brother's address. It's 15 ... no ... 14 Briqhtwell Avenue.
Assistant: 14 ... Can you spell that, please?
Ellen: Yes. B-R-l-G-H-T-W-E-L-L Avenue, Staybridge, Kent, DA4 7DF
Assistant: And can I take a contact number?
Ellen: Yes, my mobile is 03221 7774 lO-3-double 2-1-triple 7-4).
Assistant: 03221 7775.
Ellen: No, it's a 4 at the end.
Assistant: Sorry. I've got it now. We can deliver on May the twelfth. We can't specify an exact time, just
morning or afternoon.
Ellen: Any time in the early morning is fine.
Assistant: And how would you like to pay?
Ellen: Visa
Assistant: Great. That comes to £32.25.
Ellen: Okay, thanks.

Track 34
Ellen: I'm just going to try this dress on and then look for shoes. Where are the changing rooms?
Assistant: They're to the left of the store, right next to Customer Services.
Ellen: And I want some shoes and accessories, too. Where can I find them?
Assistant: The accessories are in the Womenswear department. The shoe department is right at the front of
the store, between Menswear and Home Furnishings. Oh, no, sorry ... We've just moved the shoe
department for the summer season. It's now very near the changing rooms, actually, straight in
front of them.
Ellen: Thanks so much for your help. And where can I pay for the other things?
Assistant: The cash desk is at the front of the store, by the Menswear.
Ellen: Thanks.

Track 35
Tour guide: Welcome to San Fernando City Tours. I'm Mark, your tour guide. We have a lot to see in three hours, so
make sure you're comfortable! We'll be travelling into the historical district first, and then into the town
centre. After that, it's out to the harbour, and we'll finish up at the lighthouse, just past the harbour. That will
take us up to midday, and after that, you're free to do what you want. At the lighthouse you'll have a chance
to visit the tea room and take photographs of the magnificent coastline. Now, as we have only three hours,
we won't be able to take you round
 the shopping district, but we think you'd prefer to look around the shops there in your own time, anyway.
San Fernando has some well-known tourist attractions - the lighthouse for example, and the National
Library. However, the little-known Military Museum is not to be missed. Be sure to visit before you leave!
Now, there's a lot to do in San Fernando. Indeed, there really is something for everyone! For those who love
the water, I can recommend a trip on the Seafarer, one of the most famous boats on the San Fernando River. It
does an evening trip with a three-course meal included. It's great fun for everyone, but especially for young
people in their teens or twenties - after nine there's a disco on the boat and it gets really lively! Then there's a
climbing wall near the town centre. It's incredibly popular, with a large wall for expert climbers, and a smaller
wall for novices. There's also a junior wall and a creche, so it's a great day out for those of you with kids. And if
you like walking, there are some great walking tours. The City Sights Tour is highly recommended, as is the
walking tour by the coast. But that one's only for the fit, not really suitable for children or the elderly. For more
mature people or those less able to get around. I would suggest a tour around the vineyards. It can be done in
the luxury of a coach, and it's a wonderful way to explore the region's wines.

Track 36
Tour guide: Naturally, there's a charge for all these attractions, but you can get fifteen per cent off if you have an Explorer
Pass. If you don't have a pass but would like one, the driver here has application forms. Just ask him for one
and fill it out while on the tour. Then you hand it in to the tour office. Normally, it costs $10. but this year it's just
$7! When you hand it in, you'll get your picture taken for the card on the spot, and then your card is ready to
use! Remember to show it whenever you pay for anything! The discounts apply not just to tourist attractions,
but some bars and restaurants. Basically, everywhere you see a red explorer symbol. Ah ... We're coming up
to the historical district now ...

Track 37
Tutor: Hi, Katie. Hi. Ian. Come on in!
Katie: Hi, Professor Gordon. We wanted to talk to you about our wildlife presentation next week.
Tutor: Have you decided how to organise it?
Ian: Yes, Professor. At first, we were going to focus on the cat family, but then we decided to talk about
nocturnal animals instead.
Tutor: Yes, good idea. And how is your planning going?
Katie: It's going well. We think we have enough material for twenty minutes. The advantage is that there
are so many visual aids we can use. We've found lots on the Internet which we think will be really
interesting for people.
Ian: The problem is that this topic has been hard to narrow down. If anything, we've got too much
information for just twenty minutes. How do you think we could narrow it down further?
Tutor: It is a broad subject. There are a few ways you could do it, but I'd recommend just looking at a
representative sample of nocturnal animals, just four or five.
Ian: Yes, and maybe we could choose one animal from each continent, or a land creature, a marine
creature and a winged animal.
Katie: I like the idea of separating it by different types of animals. And if we limit the detail, we'll definitely
have enough time!
Tutor: But don't limit the detail too much. Also, think how you're going to interest the audience.
Katie: Well, we're going to have a picture for each animal so we can talk through the picture.
Tutor: That's a nice idea, but don't limit yourself to pictures. If you can find any clips of the animals, use
them! Showing brief video clips can keep an audience interested.
Ian: I'll look on the Internet tonight.
Tutor: And think of questions to ask your audience. People like to be involved!
Katie: Yes, that's a great idea. Anyway, Professor, we've been practising our presentation and we'd like to
show you a small section. Is that OK?
Tutor: Well, we just have a couple of minutes left, but go ahead!
 CD2: Tracks 36-39

Track 38
Katie: Well, we were thinking of presenting each animal with a picture and describing their physical characteristics.
Tutor: OK, but not in too much detail. That's just background information.
Ian: We'll start with the jaguar. I'll introduce it by saying that the jaguar is a nocturnal animal and the only
species of the genus Panthera to be found in the Americas. Like any cat, it has whiskers and it can move quickly. Its
spine has great movement, meaning a jaguar can take long strides, sometimes up to five and a half metres. This can
make it a deadly predator as you can imagine! Moving on to the fur ... Its fur is quite distinct. The markings are like
black doughnut-shaped spots on its otherwise yellow fur. People often confuse them with the leopard for this reason.
Now the tail is interesting. Although people think that the tail has stripes on it, the fur on the tail actually is similar to
the body with black circles around the lower section. The jaguar is generally a creature to be feared. ... Oh, yes, I
should have mentioned this earlier. Sorry. Like most cats, it has sharp, retractable claws.
Tutor: Yes, that's fine, but be careful. The jaguar is usually thought of as nocturnal, but strictly speaking, it's crepuscular, in
other words, most active between dusk and dawn. But as long as you mention this, you can put it under the umbrella
of nocturnal. Is that all?
Katie: Yes, I think so. Thanks, Professor.

Track 39
Lecturer: The subject of this series of lectures is horology, the science of measuring time, and we'll be looking at a few basic
concepts in this lecture.
The measurement of time has come a long way since ancient times. It began with such devices as the sundial,
where the position of the sun's shadow marked the hour. Daylight was divided into twelve 'temporary hours' - these
temporary hours were longer in the summer and shorter in the winter, simply because the amount of daylight changes
with the seasons.
The earliest sundial we know comes from Egypt. It was made of stone and is thought to date from 1500 BC.
Sundials were used throughout the classical world, and with time, evolved into more elaborate devices that could take
into account seasonal changes and geographical positioning and reflect the hours accurately, no matter what the time
of year. This was quite an achievement in technology. Today, sundials can be seen as decorative pieces in many
gardens.
In the eleventh century, the Chinese invented the first mechanical clocks. They were large and expensive, and
certainly not intended for individuals. However, this is the type of clock we are familiar with today. There have been
many developments in clocks and watches since then, and they have been greatly improved, but if your clock or
watch makes a ticking sound, then it could well be based on the mechanical movements the Chinese developed a
thousand years ago!
However, timekeeping has moved on from the mechanical clock. Time has become so important that there is a
series of atomic clocks around the world which measure International Atomic Time. Even though many countries have
their own calendars, globalisation has made it essential that we measure time uniformly, so that we know, for
example, that when it's 6 a.m. in the United Kingdom, it's 2 p.m. in Beijing. This standard was set in 1958. Now these
atomic clocks are situated in over seventy laboratories all over the world.
There is so much to cover about the development of time measurement that I would like to refer you to the reading
list. The core text is The Development of Time: Theory and Practice, but there are many other useful texts. A good
grounding in the subject is given in Understanding Time by J. R. Beale. Although some sections lack detailed
analyses, it does offer a good foundation. Also Time: Concepts and Conventions is quite a useful read. You might
think from the title that it is about the philosophy of time, but this isn't the case. Rather, it gives a good description of
how different countries have different approaches to time in terms of calendars and days. Lastly, The Story of Time by
David Harris analyses time in great detail, and I would recommend this book if you are aiming to specialise in
horology.
Now, we're going to continue with an in-depth look at lunar and solar cycles.